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Enhancing Pre-Service Environmental Educators' Training: The Impact of Field-Based Instruction and Experiences

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Title: Enhancing Pre-Service Environmental Educators' Training: The Impact of Field-Based Instruction and Experiences
Language: English
Authors: Molly Nation, Heather Skaza Acosta, Jessica P. Marcolini
Source: Discover Education. 2025 4.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Preservice Teacher Education, Environmental Education, Field Experience Programs, Field Instruction, Place Based Education, Marine Education, Scientific Research, Undergraduate Students, Foreign Countries
Geographic Terms: Mexico
DOI: 10.1007/s44217-025-00572-w
ISSN: 2731-5525
Abstract: Pre-service formal educator training is well-established in both practice and research, with future teachers participating in rigorous pedagogical and practical training through partnerships with local school districts. However, the training for pre-service non-formal educators is less researched and available. Environmental education literature emphasizes student-centered learning, hands-on experiences, and active participation as best practices. Fieldwork is identified as a key pedagogy in preparing future environmental educators, enabling learners to apply classroom concepts to real-world environments, fostering critical thinking and analysis. This article explores the impact of field-based instruction, incorporating place-based marine and environmental science research, on undergraduate students in an environmental education program operating from a Gulf of Mexico marine research field station. Through course artifacts and semi-structured interviews, we assess the impact on content and pedagogical knowledge and teaching self-efficacy. The findings contribute to the discussion surrounding the value of authentic field-based and research experiences in pre-service environmental educator training.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1473355
Database: ERIC
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Pre-service formal educator training is well-established in both practice and research, with future teachers participating in rigorous pedagogical and practical training through partnerships with local school districts. However, the training for pre-service non-formal educators is less researched and available. Environmental education literature emphasizes student-centered learning, hands-on experiences, and active participation as best practices. Fieldwork is identified as a key pedagogy in preparing future environmental educators, enabling learners to apply classroom concepts to real-world environments, fostering critical thinking and analysis. This article explores the impact of field-based instruction, incorporating place-based marine and environmental science research, on undergraduate students in an environmental education program operating from a Gulf of Mexico marine research field station. Through course artifacts and semi-structured interviews, we assess the impact on content and pedagogical knowledge and teaching self-efficacy. The findings contribute to the discussion surrounding the value of authentic field-based and research experiences in pre-service environmental educator training.
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